English Developmental Continuum P-10 – Reading
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Self Management and Direction of Attention: Scaffolding learning from 0.5
Indicators of Progress
- Students continue to focus their attention on a section of text until they have finished reading it aloud (possibly with someone else).
- Students show an interest and a preparedness in predicting words based on the meaning of a sentence they are reading.
- Students show they are beginning to use their attention strategically, for example, to look at illustrations and then at words.
- Students show in their behaviour an interest in wanting to know what might happen next in a text they are reading (for example, wanting to turn a page to see what will happen next).
Teaching Strategies
Before Reading: Getting your knowledge ready for reading
Responding to pictures – supporting comprehension
Students say in sentences what they see on the cover. Initially they can hear a question and part of the answer, complete the sentence and then repeat the answer. Once one child has answered, the class can say the idea in a sentence, for example:
|
Question |
Sentence prompt |
Sentence |
|
What is the boy eating? |
The boy is ... |
The boy is eating pizza. |
|
Where is the boy? |
The boy is sitting... |
The boy is sitting at the table. |
Considering and responding to questions - supporting comprehension
Students hear other questions and decide whether they do know the answers to them yet, for example
- How hot is it?
- Will they eat all of it?
- Who made the pizza?
During Reading: Tuning in to the text
Reviewing what they know
Students review and collate what they already know about the book:
- They describe the images they have in their minds from having read the cover and title page.
- They read some of the key words on the cards.
- They answer questions about what they know so far and say what things they might be told, for example. Who makes the pizza? What is the boy’s name?